Students will be placed in groups and use the book and handouts to learn the water and nutrient cycles. Each group will then teach their cycle to the class. Students will take notes in their handouts.
Objectives
Students will be able to…
Draw and label the water cycle, carbon cycle, nitrogen cycle, and phosphorous cycle.
Explain the major processes in each cycle
Give examples of how each cycle contributes to the ecosystem
Predetermined groups should be used to prevent loss of instructional time and bickering
Instruction
Opening
For the past few days we have talked a lot about food webs and tophic levels and how they affect the ecosystem. These are all factors that involve living things in the environment.
What are the living components in an ecosystem called again? Right, biotic factors.
Well what about the abiotic factors?
What are some abiotic factors?
Do you think they are as important as the biotic factors?
Lets talk about water for a second. Does anybody drink water? Did you take a shower this morning or last night, hopefully?
Where does this water come from? The ocean? Rain?
What happens to it after we use it? Does it just disappear forever?
Today we are going to discuss some of the important abiotic cycles that affect ecosystems and you will have the opportunity to teach the class about them.
Activity (Jigsaw)
Students will be placed in 4 heterogeneous groups and will pick a cycle out of a hat. Each group will learn about a cycle by following prompts in the handout and using their book as a reference (we could also use the computer lab if we have access to it). Each group will then present their cycle to the class. Students will draw and label their cycle on the board and explain the major processes to the class. I will ask questions as the students present their cycles (the questions from the handouts and any other questions or clarifications that need to be made that students may have missed). The class will take notes on each cycle in their handouts.
Closing
Review:
I will put up an unlabeled picture of each cycle on the overhead. I will call on students to label and explain different parts of each cycle. If any final clarifications need to be made, I will make them here.
How are these abiotic elements important to ecosystems?
Do you think they are equally as important as the biotic elements?
How do these cycles directly affect the food web and different trophic levels?
Can you pinpoint the source of the water you drink or you used to shower with this morning?
How does it end up back in the water cycle?
Put these handouts in a safe place and use them and your previous handouts to study for your quiz tomorrow!
Assessment
Students will be assessed by discussions, their presentations of each cycle, and by the handout. A quiz will be given in the next lesson to assess the material in the first 4 lessons.
Overview
Students will be placed in groups and use the book and handouts to learn the water and nutrient cycles. Each group will then teach their cycle to the class. Students will take notes in their handouts.
Objectives
Students will be able to…
Materials
Preparation notes
Predetermined groups should be used to prevent loss of instructional time and bickering
Instruction
Opening
For the past few days we have talked a lot about food webs and tophic levels and how they affect the ecosystem. These are all factors that involve living things in the environment.
Today we are going to discuss some of the important abiotic cycles that affect ecosystems and you will have the opportunity to teach the class about them.
Activity (Jigsaw)
Students will be placed in 4 heterogeneous groups and will pick a cycle out of a hat. Each group will learn about a cycle by following prompts in the handout and using their book as a reference (we could also use the computer lab if we have access to it). Each group will then present their cycle to the class. Students will draw and label their cycle on the board and explain the major processes to the class. I will ask questions as the students present their cycles (the questions from the handouts and any other questions or clarifications that need to be made that students may have missed). The class will take notes on each cycle in their handouts.
Closing
Review:
I will put up an unlabeled picture of each cycle on the overhead. I will call on students to label and explain different parts of each cycle. If any final clarifications need to be made, I will make them here.
Put these handouts in a safe place and use them and your previous handouts to study for your quiz tomorrow!
Assessment
Students will be assessed by discussions, their presentations of each cycle, and by the handout. A quiz will be given in the next lesson to assess the material in the first 4 lessons.
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